D'Israeli is literally mourning the loss of a literary oligarchy, to the point that he actually decries the technological innovation that made ubiquitous publications possible. After listing all of the wonderful honors paid to authors in past empires, he remarks that "it is to be recollected, that before the art of printing existed, great Authors were like their works, very rare; learning was then only obtained by the devotion of a life," in contrast to his contemporary era, when, "with incessant industry, volumes have been multiplied, and their prices rendered them accessible to the lowest artisans, the Literary Character has gradually fallen into disrepute" (D'Israeli 111)
The first of these responses was written in 1788 by Viscesimus Knox, and is a discussion "Of Reading Novels and Trifling Books Without Discrimination." As the title suggests, Knox is critical of what he perceives as an "idle curiosity" that seeks "its own gratification independently of all desire of increasing the store of knowledge, improving the taste, or confirming the principles" (Knox 107)
From the student's writing sample, it is clear that this student is at the intermediate fluency stage of her ELL training. This is the stage where children use roughly 6,000 words actively, can share their opinion, and form complex sentences (Haynes, 2005)
ELL Analysis English language learning students within the United States face a challenge when entering the classroom. Unlike other students who already know English and are simply expected to write, ELL students are still expected to write the assignment, but barely grasp the language (Hill, 2009)
"The basic premise of…Contrastive Analysis Hypothesis is that language learning can be more successful when the two languages -- the native and the foreign -- are similar. Some linguists call this situation "positive transfer" "(Al-Sibai)
The problems that occur to a person while writing in a second language due to language and cultural differences is termed contrastive rhetoric. One author states that "contrastive rhetoric maintains that language and writing are cultural phenomena" (Connor 5)
The problems that occur to a person while writing in a second language due to language and cultural differences is termed contrastive rhetoric. One author states that "contrastive rhetoric maintains that language and writing are cultural phenomena" (Connor 5)
Being understood is the primary purpose of language, whether that be spoken or written. Arabic writers, and others who write in Semitic languages, write from right to left across the page (Thomason)
107) The semantic ambiguity of lexical forms is reported in the work of Brown (2008) entitled "Polysemy in the Mental Lexicon to be "pervasive" in nature since a great many "if not most, words have multiple meanings." (Brown, 2008, p
" Stated as the primary etymological sources of current English synonyms are those of native English or (Anglo-Saxon) words, borrower French words, and borrowed Latin (or Greek) words of terminological character which are reported to, in combination: "make up the so-called stylistically conditioned triple "keyboard." (Cabinillas, nd) Figure 2 - Triple Keyboard (Stylistically Conditioned) Native English words Words borrowed from French Words borrowed from Latin/Greek To ask to question to interrogate Belly stomach abdomen To gather to assemble to collect Source: Cabinillas (nd) Summary It is clear that homonyms are often classified as Homophones however, the polysemantic synonym effect upon the homonym lexical meaning is such that derives from the same origins as the polysemantic synonym including stylistic differences, collocational differences, difference of color of emotion or connotation; and the difference in distribution
" Experiments 2 and 3 respectively are reported to have shown "priming in both hemispheres of dominant and subordinate meanings for homonyms embedded in sentence contexts that biased a central semantic feature of the subordinate meaning; and priming of dominant meanings in the left hemisphere (LH), and priming of the subordinate meaning in the right hemisphere (RH) for homonyms embedded in sentences that biased a peripheral semantic feature of the subordinate meaning." (Titone, 1998, p
"Much of the vocabulary of Old English has been lost, and the development of new words to meet new conditions is one of the most familiar phenomena of our language." (Baugh & Cable 2) By looking at words in Shakespeare's works, one can easily observe how a series of terms have either been removed from English through time or have changed their meaning
), the land had long been settled by Celtic speakers." (Lerer xviii) With the Roman Empire disintegrating, and with Romans leaving Britain, communities of German-speaking peoples started to interact with an increased frequency with the isles
Such inscriptions were also meant to emphasize one's ownership of a particular object. Runes were adopted by the British as they interacted with Germanic tribes and were generally used with the purpose of writing languages associated with the Anglo-Saxons (Tyson)
Most criticisms against the use of passives are not founded on linguistic theory and most of the time such criticisms assume the crucial role played by passives in communication. A couple of uses of passives are not appropriate, being ambiguous, vague, or in some cases downright deceitful (Allan, 2009)
Generally, languages have a broad range of instruments for impersonalisation, topicalisation, and detransitivisation. Passivisation is one of the instruments (Givon, 1981)
The issue is about people using the term "passive" on every piece of writing that they do not care for. They see a phrase that is devoid of some sort of "brightness" or strength that they can't really figure out and they call it "passive" (Pullum, 2014)
To a point, there are real constraints here, such as how much time a teacher has to evaluate new technology, whether the school can afford it, what sort of hardware the school has and other such practical considerations. Other studies around the same time noted that even when teachers have a high degree of technical competency, they can run into problems with outdated hardware, lack of appropriate software, technical difficulties and students who lack the basic skills needed to excel in technological environments (Bauer & Kenton, 2005)
The "critical analyst" perspective is echoed by many in education, typically arguing that there is no benefit -- or that the benefits of CALL are not proven. Such critiques emerged again when mobile assisted language learning (MALL) emerged (Chinnery, 2006), the argument typically resting on sort of a "if it ain't broke, don't fix it" argument
This view holds that at such a point as computer technology can deliver things like specialized instruction, voice recognition or other aspects that are key to helping advanced learners, the education will be more effective. The technology in this view is the key driver, at least of the potential of CALL (Kern, 2006)